Perspectivas de acessibilidade na autoria de cursos e recursos educacionais abertos: um panorama internacional
Resumo
O processo de autoria de recursos educacionais abertos acessíveis traz em si uma série de desafios a professores e conteudistas, muitos dos quais estão relacionados à pouca disponibilidade de ferramentas computacionais de apoio a este complexo processo. Na literatura científica, encontram-se propostas de ambientes e ferramentas de apoio à autoria de recursos acessíveis e relatos de experiências a respeito de iniciativas de disponibilização destes recursos. Entretanto, ainda há muito a se aprimorar para que se atinja um cenário de plena acessibilidade de recursos educacionais abertos. Neste sentido, este trabalho apresenta os principais resultados de um projeto de pesquisa que envolveu um grupo de dez países europeus e latino-americanos para a construção de uma arquitetura de um ecossistema digital, de suporte à autoria de recursos acessíveis, denominado SELI. Entre os eixos norteadores desta arquitetura, encontram-se: blockchain, digital storytelling, microsites e diretrizes universais de acessibilidade. O ecossistema está espelhado em diversos servidores e diferentes estudos-piloto foram realizados em distintos países e contextos, cujos resultados serão apresentados neste artigo.
Palavras-chave:
Acessibilidade, Recursos educacionais abertos, Autoria
Referências
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Gawlik-Kobylinska, M. (2018). Reconciling ADDIE and Agile instructional design models—case study. New Trends and Issues Proceedings on Humanities and Social Sciences, 5(3), 14-21.
Hromalik, C. D., Myhill, W. N. & Carr, N. R. (2020). “ALL Faculty Should Take this”: a Universal Design for Learning Training for Community College Faculty. Tech Trends, 64, 91-104. https://doi.org/10.1007/s11528-019-00439-6
Lenstra, N. (2017). The community-based information infrastructure of older adult digital learning. Nordicom Review, 38(s1), 65-77.
Mainelli, M., & Smith, M. (2015). Sharing ledgers for sharing economies: an exploration of mutual distributed ledgers (aka blockchain technology). Journal of Financial Perspectives, 3(3).
Marta-Lazo, C., Osuna-Acedo, S., & Gil-Quintana, J. (2019). sMOOC: A pedagogical model for social inclusion. Heliyon, 5(3), e01326. 16
Martins, V., Oyelere, S. S., Tomczyk, L., Barros, G., Akyar, O., Eliseo, M. A., ... & Silveira, I. F. (2019). A blockchain microsites-based ecosystem for learning and inclusion. In: Simpósio Brasileiro de Informática na Educação-SBIE, vol. 30, No. 1, 229-239.
Ochoa, X., Silveira, I. F., & Sprock, A. S. (2011, June). Collaborative open textbooks for Latin America-The LATIn project. In International Conference on Information Society (iSociety 2011), 398-403, IEEE
Oyelere, S. S., Silveira, I. F., Martins, V. F., Eliseo, M. A., Akyar, Ö. Y., Costas Jauregui, V., ... & Tomczyk, Ł. (2020). Digital storytelling and blockchain as pedagogy and technology to support the development of an inclusive smart learning ecosystem. In World Conference on Information Systems and Technologies (pp. 397-408). Springer, Cham.
Rahman, M. A., Abuludin, M. S., Yuan, L. X., Islam, M. S., & Asyhari, A. T. (2021). EduChain: CIA-compliant blockchain for intelligent cyber defense of microservices in education industry 4.0. IEEE Transactions on Industrial Informatics, 18(3), 1930-1938.
Sousa, M. J., & Rocha, Á. (2019). Digital learning: Developing skills for digital transformation of organizations. Future Generation Computer Systems, 91, 327-334.
Terrazas-Arellanes, F. E., Gallard M, A. J., Strycker, L. A., & Walden, E. D. (2018). Impact of interactive online units on learning science among students with learning disabilities and English learners. International Journal of Science Education, 40(5), 498-518.
Tomczyk, Ł., Eliseo, M. A., Costas, V., Sánchez, G., Silveira, I. F., Barros, M. J., ... & Oyelere, S. S. (2019). Digital Divide in Latin America and Europe: Main characteristics in selected countries. In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI), 1-6, IEEE.
Tomczyk, L., Martins, Valéria Farinazzo, Amato C. A. H, Eliseo, M. A., Silveira, I.F. (2021) The Use of Technology on Inclusive Education in Brazil - A Discussion on the Teacher and Student Views. In: Janusz Kacprzyk. (Org.). Advances in Digital Science ICADS 2021. 11ed.Cham: Springer, 2021, v. 1352, p. 105-115.
Van Gils, F. (2005). Potential applications of digital storytelling in education. In 3rd twente student conference on IT (Vol. 7).
Wong, A., Wu, J., & Lo, K. (2017). Breaking the Digital Divide for the Elderly through Service Learning and Data Analytics: A proposal.
Alves, M. M., Ribeiro, J., & Simões, F. (2013). Universal Design for Learning (UDL): Contributos para uma escola de todos. Indagatio Didactica, 5(4), 122-146.
Aunio, P., & Education, S. (2016). Finnish digital learning support for children with learning difficulties in mathematics. New ways to teach and learn in China and Finland: Crossing boundaries with technology, 136-149.
Briscoe, G. & P. De Wilde, P. (2006) Digital Ecosystems: Evolving service-oriented architectures. In Conference on Bio Inspired Models of Network, Information and Computing Systems. IEEE Press.
Budoya, C., Kissaka, M., & Mtebe, J. (2019). Instructional design enabled Agile method using ADDIE model and Feature Driven Development method. International Journal of Education and Development using ICT, 15(1).
Butcher, N. (2015). A basic guide to open educational resources (OER). Commonwealth of Learning (COL).
Castaño-Muñoz, J., Colucci, E., & Smidt, H. (2018). Free digital learning for inclusion of migrants and refugees in Europe: A qualitative analysis of three types of learning purposes. International Review of Research in Open and Distributed Learning, 19(2).
Chung, M., & Kim, J. (2016). The Internet Information and Technology Research Directions based on the Fourth Industrial Revolution. KSII Transactions on Internet & Information Systems, 10(3).
Colucci, E., Smidt, H., Devaux, A., Vrasidas, C., Safarjalani, M., & Castaño Muñoz, J. (2017). Free digital learning opportunities for migrants and refugees. An Analysis of current initiatives and recommendations for their further use. JRC Science for Policy Report. Luxemburg: Publications Office of the European Union. doi, 10, 684414.
Galasso, B. J. B., Lopez, M. R. D. S., Severino, R. D. M., & Teixeira, D. E. (2018). Process of Production of Bilingual Didactic Materials of the National Institute of Education for the Deaf. Revista Brasileira de Educação Especial, 24(1), 59-72.
García-Holgado, A., & García-Peñalvo, F. J. (2017, July). A metamodel proposal for developing learning ecosystems. In International Conference on Learning and Collaboration Technologies (pp. 100-109). Springer, Cham.
Gawlik-Kobylinska, M. (2018). Reconciling ADDIE and Agile instructional design models—case study. New Trends and Issues Proceedings on Humanities and Social Sciences, 5(3), 14-21.
Hromalik, C. D., Myhill, W. N. & Carr, N. R. (2020). “ALL Faculty Should Take this”: a Universal Design for Learning Training for Community College Faculty. Tech Trends, 64, 91-104. https://doi.org/10.1007/s11528-019-00439-6
Lenstra, N. (2017). The community-based information infrastructure of older adult digital learning. Nordicom Review, 38(s1), 65-77.
Mainelli, M., & Smith, M. (2015). Sharing ledgers for sharing economies: an exploration of mutual distributed ledgers (aka blockchain technology). Journal of Financial Perspectives, 3(3).
Marta-Lazo, C., Osuna-Acedo, S., & Gil-Quintana, J. (2019). sMOOC: A pedagogical model for social inclusion. Heliyon, 5(3), e01326. 16
Martins, V., Oyelere, S. S., Tomczyk, L., Barros, G., Akyar, O., Eliseo, M. A., ... & Silveira, I. F. (2019). A blockchain microsites-based ecosystem for learning and inclusion. In: Simpósio Brasileiro de Informática na Educação-SBIE, vol. 30, No. 1, 229-239.
Ochoa, X., Silveira, I. F., & Sprock, A. S. (2011, June). Collaborative open textbooks for Latin America-The LATIn project. In International Conference on Information Society (iSociety 2011), 398-403, IEEE
Oyelere, S. S., Silveira, I. F., Martins, V. F., Eliseo, M. A., Akyar, Ö. Y., Costas Jauregui, V., ... & Tomczyk, Ł. (2020). Digital storytelling and blockchain as pedagogy and technology to support the development of an inclusive smart learning ecosystem. In World Conference on Information Systems and Technologies (pp. 397-408). Springer, Cham.
Rahman, M. A., Abuludin, M. S., Yuan, L. X., Islam, M. S., & Asyhari, A. T. (2021). EduChain: CIA-compliant blockchain for intelligent cyber defense of microservices in education industry 4.0. IEEE Transactions on Industrial Informatics, 18(3), 1930-1938.
Sousa, M. J., & Rocha, Á. (2019). Digital learning: Developing skills for digital transformation of organizations. Future Generation Computer Systems, 91, 327-334.
Terrazas-Arellanes, F. E., Gallard M, A. J., Strycker, L. A., & Walden, E. D. (2018). Impact of interactive online units on learning science among students with learning disabilities and English learners. International Journal of Science Education, 40(5), 498-518.
Tomczyk, Ł., Eliseo, M. A., Costas, V., Sánchez, G., Silveira, I. F., Barros, M. J., ... & Oyelere, S. S. (2019). Digital Divide in Latin America and Europe: Main characteristics in selected countries. In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI), 1-6, IEEE.
Tomczyk, L., Martins, Valéria Farinazzo, Amato C. A. H, Eliseo, M. A., Silveira, I.F. (2021) The Use of Technology on Inclusive Education in Brazil - A Discussion on the Teacher and Student Views. In: Janusz Kacprzyk. (Org.). Advances in Digital Science ICADS 2021. 11ed.Cham: Springer, 2021, v. 1352, p. 105-115.
Van Gils, F. (2005). Potential applications of digital storytelling in education. In 3rd twente student conference on IT (Vol. 7).
Wong, A., Wu, J., & Lo, K. (2017). Breaking the Digital Divide for the Elderly through Service Learning and Data Analytics: A proposal.
Publicado
16/11/2022
Como Citar
MARTINS, Valéria Farinazzo; SILVEIRA, Ismar Frango; ELISEO, Maria Amelia; AMATO, Cibelle Albuquerque de la Higuera.
Perspectivas de acessibilidade na autoria de cursos e recursos educacionais abertos: um panorama internacional. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 33. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 334-344.
DOI: https://doi.org/10.5753/sbie.2022.225750.
